{"id":48194,"date":"2019-06-10T18:36:44","date_gmt":"2019-06-11T01:36:44","guid":{"rendered":"http:\/\/world.edu\/?p=48194"},"modified":"2019-06-10T20:26:41","modified_gmt":"2019-06-11T03:26:41","slug":"the-urgent-need-for-media-literacy-in-an-age-of-annihilatio","status":"publish","type":"post","link":"https:\/\/world.edu\/the-urgent-need-for-media-literacy-in-an-age-of-annihilatio\/","title":{"rendered":"The urgent need for media literacy in an age of annihilation"},"content":{"rendered":"

\"\"<\/p>\n

From fictitious organizations posting polarizing messages on Facebook to robustly researched news stories being labelled \u201cfake,\u201d the pervasive power and importance of the media are clear.<\/p>\n

And yet what is most concerning is not that fictitious stories are being shared as \u201creal\u201d and well-researched stories are labelled \u201cfake.\u201d Rather, the biggest problem is the lack of stories about how to thoughtfully address the situation\u00a0not only through media regulation<\/a>\u00a0but also through education.<\/p>\n

By focusing on\u00a0media challenges one at a time as they arise<\/a>, an opportunity is being missed to address the media\u2019s messages and power systemically. Instead, in something akin to a \u201cwhack-a-mole\u201d game, problems with social media are treated as isolated issues that keep popping up. Facebook becomes a go-to destination for those wishing to sway an election?\u00a0Tell stories that blame Mark Zuckerberg<\/a>. Twitter becomes a platform for lies?\u00a0Tell stories that call out Donald Trump<\/a>.<\/p>\n

But what the media doesn\u2019t show us and doesn\u2019t tell about the world \u2014 and those with whom we share it \u2014 is just as important as what the media does show and tell. In my article\u00a0\u201cCreating iPhone Dreams, Annihilating E-waste Nightmares,\u201d<\/a>\u00a0I find that news coverage about cell phones is robust but news coverage about electronic waste is almost nonexistent. Communication theorists have a name for what happens to stories that are not told:\u00a0symbolic annihilation<\/a>. That means it is impossible to even imagine nonexistent narratives as realities. But how might our society, collectively, think differently not just about social media challenges but all media messages? Media literacy is the solution.<\/p>\n

Framing the world<\/h4>\n

In the 21st century, a story can arrive in myriad forms \u2014 a news article can appear in a hard copy newspaper, on a laptop or a phone \u2014 but stories are always a product of what cultural theorists\u00a0call framing<\/a>.<\/p>\n

\"\"

Today, a story can arrive in myriad forms. (Shutterstock)<\/p><\/div>\n

Communications scholar\u00a0Todd Gitlin<\/a>\u00a0draws on sociologist\u00a0Erving Goffman<\/a>, the founder of framing theory, when he writes in his book\u00a0The Whole World Is Watching: Mass Media in the Making and Unmaking of the New Left<\/em><\/a>:<\/p>\n

\u201cMedia frames are persistent patterns of cognition, interpretation, and presentation, of selection, emphasis and exclusion.\u201d<\/em><\/p><\/blockquote>\n

Goffman says that all media content is the result of choices about what stories to tell, in what ways, and with what details \u2014 and which stories to ignore.<\/p>\n

Stories can be framed to include rigorous research and a nuanced approach to sharing thoughtful and diverse points of view. Stories can also be framed without research and offer a narrow, limited, perspective. But\u00a0all<\/em>\u00a0stories imply realities about the authority behind the story and about the listener, reader and viewer.<\/p>\n

Role of the media<\/h4>\n

There has been concern for decades about\u00a0how the media frames the world for us<\/a>. One of the most compelling articulations of this concern is in Neil Postman\u2019s 1985 book\u00a0Amusing Ourselves To Death<\/a><\/em>.<\/p>\n

Postman\u2019s thesis was that the media frames all content as entertainment and \u201cwhen a population becomes distracted by trivia, when cultural life is redefined as a perpetual round of entertainments, when serious public conversation becomes a form of baby-talk, when, in short, a people become an audience, and their public business a vaudeville act, then a nation finds itself at risk\u2026.\u201d<\/p>\n

His recommendation? Media literacy \u2014 the ability to think critically about the creation, sources, content and consequences of all media messages.<\/p>\n

\"\"

Media literacy is the ability to think critically about the creation and consequences of all media messages. (Shutterstock)<\/p><\/div>\n

Unfortunately, while it\u2019s common today to see stories about\u00a0privacy breaches<\/a>,\u00a0contentions of fakery<\/a>\u00a0or\u00a0hatred-spewing trolls<\/a>, there are few stories about media literacy.<\/p>\n

Rarely discussed: Media literacy<\/h4>\n

According to the Canadian Newsstand database, which searches more than 20 of Canada\u2019s largest newspapers, in the first five months of 2019, newspapers shared just over 21,000 stories that discussed \u201cTwitter,\u201d 4,200 newspaper stories that talked about \u201cFacebook\u201d and 355 stories that discussed \u201cfake news.\u201d The number of Canadian newspaper stories in the past five months that included \u201cmedia literacy?\u201d Fifteen.<\/p>\n

The international situation is similar. According to the Lexis Nexis Major World Newspapers database, which searches the world\u2019s largest newspapers, in the first five months of 2019 there were more than 8,600 newspaper headlines that included \u201cTwitter,\u201d close to 4,000 newspaper headlines with \u201cFacebook\u201d and 500 newspaper headlines that included \u201cfake news.\u201d The number of newspaper headlines that included \u201cmedia literacy?\u201d Three.<\/p>\n

The linguist and cognitive scientist\u00a0George Lakoff<\/a>\u00a0points out that without frames, we are unable to form the thoughts. He uses the term\u00a0\u201chypocognition\u201d<\/a>\u00a0to explain the implications for a lack of frames for a concept.<\/p>\n

Regulation increasingly ineffective<\/h4>\n

Policies and laws to police media content have become increasingly ineffective. As a February\u00a0Telegraph<\/em>\u00a0article mentions: \u201cTwo important partners in Facebook\u2019s flagship anti-fake news project have pulled out<\/a>, with staff at one saying it has become \u2018impossible\u2019 to manage the workload.\u201d<\/p>\n

Policing Facebook, and arguably all digital content, may be a losing battle. But discussing and prioritizing the urgency of creating a media-literate citizenry \u2014 and implementing the essential education \u2014 might stand a chance.<\/p>\n

As Postman points out, schools must help young people learn how to interpret what he calls symbols of their culture.\u00a0Media literacy<\/a>\u00a0should be a fundamental component of education\u00a0through all levels of schooling<\/a>. Reading. Writing. Arithmetic.<\/p>\n

Students, indeed all of us, must learn to ask questions about what stories are told. We must learn to ask questions about whose interests are served by the ways in which stories are framed. And we must learn to ask questions about the implications for stories not being told.<\/p>\n

There is an urgency to not only consistently but also reflexively asking these questions.<\/p>\n

Author Bio:<\/strong> Jennifer Ellen Good is an Associate Professor Communication, Popular Culture and Film at Brock University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

From fictitious organizations posting polarizing messages on Facebook to robustly researched news stories being labelled \u201cfake,\u201d the pervasive power and importance of the media are clear. And yet what is most concerning is not that fictitious stories are being shared as \u201creal\u201d and well-researched stories are labelled \u201cfake.\u201d Rather, the biggest problem is the lack […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":48201,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[295287],"coauthors":[11733],"class_list":["post-48194","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-media-literacy"],"acf":[],"yoast_head":"\nThe urgent need for media literacy in an age of annihilation - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/the-urgent-need-for-media-literacy-in-an-age-of-annihilatio\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"The urgent need for media literacy in an age of annihilation - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"From fictitious organizations posting polarizing messages on Facebook to robustly researched news stories being labelled \u201cfake,\u201d the pervasive power and importance of the media are clear. 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